Related Lessons: A View from Saturday Book Analysis
Grade Level: 6th
Unit: Language Arts: Make a Difference Unit
GOALS
Content Standards: Montana Content Standards for Language Arts Content Standard 1—Students create, perform/exhibit, and respond in the Arts. Content Standard 2—Students apply and describe the concepts, structures, and processes in the Arts. Content Standard 3—Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning. Content Standard 6—Students make connections among the Arts, other subject areas, life, and work.
.
ISTE NETS-S: 1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve problems.
5.Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
demonstrate personal responsibility for lifelong learning.
d.
exhibit leadership for digital citizenship.
Instructional Objectives:
Students will engage in a class discussion of the book, A View from Saturday, through micro-blogging their responses by using Twitter.
||
ACTION
Before-Class Preparation:
Teacher will gain approval from administration, set up a Twitter classroom, define guidelines for appropriate expectations.
Students will create Twitter accounts and join the Twitter classroom. Students and parents will sign a behavior contract regarding the expectations associated with using the Twitter classroom. Students will have read A View from Saturday, review discussion ideas, and be ready to share their thoughts.
Prior to this activity, teacher will have outlined the expectations for this assignment.
During Class
Time
Instructional Activities
Materials and Resources
0-5 minutes
30-40 minutes
Teacher will review expectations, share examples. Students will log onto their account.
Students will participate in the book discussion as questions are posted in the Twitter classroom. Periodically throughout the class session, the class with stop “tweeting” and discuss their thoughts with their Lab neighbors
Accommodations and modifications will be offered, as needed.
MONITOR
Ongoing Assessment(s):
Teacher will circulate throughout the lab to monitor student activity. Field notes will be taken throughout as formative assessment. Teacher will review Twitter classroom and review comments for each question. Students will be graded for both participation and quality of participation.
Accommodations and Extensions: This is an in-class activity. Students absent or unable to participate will be given the discussion questions to review and answer independently.
Back-Up Plan:
If students are unable to participate by using Twitter, group discussion and journal writing will supplement the lesson.
EVALUATE AND EXTEND
Be specific and include the evaluation that you will use for this lesson at the end of the plan:
Students are expected to engage and answer each discussion question posed of them. Answers should be well-thought out and expressed. Students will be given a rubric stating the expectations for each criteria.
LESSON REFLECTIONS AND NOTES:
Upon completion of this lesson, I will reflect on its effectiveness and overall merit.
Evaluation that will be used in this lesson is as follows: Formative and Summative as described in the rubtic.
Daily Lesson GAME Plan Week 5
||
Lesson Title: Montana Travel Guides
Related Lessons: Map legends,
Grade Level: 6th
Unit: Landforms
GOALS
Content Standards:
Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate the results and form reasonable conclusions of scientific investigations.
Students, through the inquiry process, demonstrate knowledge of characteristics, structures and function of living things, the process and diversity of life, and how living organisms interact with each other and their environment.
Students, through the inquiry process, demonstrate knowledge of the composition, structures, processes and interactions of Earth’s systems and other objects in space.
Students, through the inquiry process, understand how scientific knowledge and technological developments impact communities, cultures and societies.
.
ISTE NETS-S:
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve problems.
3.Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students
a.
plan strategies to guide inquiry.
b.
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.
process data and report results.
4.Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students
a.
identify and define authentic problems and significant questions for investigation.
b.
plan and manage activities to develop a solution or complete a project.
c.
collect and analyze data to identify solutions and/or make informed decisions.
d.
use multiple processes and diverse perspectives to explore alternative solutions.
5.Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.
advocate and practice safe, legal, and responsible use of information and technology.
b.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.
demonstrate personal responsibility for lifelong learning.
d.
exhibit leadership for digital citizenship.
Instructional Objectives:
Students, in small groups, will create a Montana travel guide for a section of Montana. They are to research various landforms in their sections and create descriptions of each area which they will later compile into a class wiki.
||
ACTION
Before-Class Preparation:
Teacher will describe the various aspects of landforms and will provide examples for the students.
During Class
Time
Instructional Activities
Materials and Resources
1 hour
Students will use their netbooks to research additional information on their section of Montana. Within their groups, students will determine how to divvy up responsibilities for this activity.
Netbooks: 2 per group
Note student groupings, environmental modifications needed, etc:
Students will be placed in groups of 4- each with an assigned role (starter, reporter, goer, and getter).
MONITOR
Ongoing Assessment(s):
Teacher will take field notes throughout the process and create mini deadlines throughout the process to ensure students are staying on task.
Accommodations and Extensions:
Students will be offered additional time and support as necessary.
Back-Up Plan:
As a back-up, teacher will create a virtual field trip through Montana to illustrate the various landforms found throughout Montana.
EVALUATE AND EXTEND
Students will be evaluated on three key aspects of this lesson: teamwork, authenticity of information, and presentation. To score themselves, students will give each other a grade, give themselves a grade, and be given a grade by the teacher.
Teacher and students will develop a rubric addressing each aspect of the lesson that will be evaluated. (Rubric to come- upon implementation)
LESSON REFLECTIONS AND NOTES:
Evaluation that will be used in this lesson is as follows:
=
GOALS
Content Standard 1—Students create, perform/exhibit, and respond in the Arts.
Content Standard 2—Students apply and describe the concepts, structures, and processes in the Arts.
Content Standard 3—Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning.
Content Standard 6—Students make connections among the Arts, other subject areas, life, and work.
.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
Instructional Objectives:
Students will engage in a class discussion of the book, A View from Saturday, through micro-blogging their responses by using Twitter.
||
ACTION
Teacher will gain approval from administration, set up a Twitter classroom, define guidelines for appropriate expectations.
Students will create Twitter accounts and join the Twitter classroom. Students and parents will sign a behavior contract regarding the expectations associated with using the Twitter classroom. Students will have read A View from Saturday, review discussion ideas, and be ready to share their thoughts.
Prior to this activity, teacher will have outlined the expectations for this assignment.
30-40 minutes
Students will participate in the book discussion as questions are posted in the Twitter classroom. Periodically throughout the class session, the class with stop “tweeting” and discuss their thoughts with their Lab neighbors
Book
Accommodations and modifications will be offered, as needed.
MONITOR
Teacher will circulate throughout the lab to monitor student activity. Field notes will be taken throughout as formative assessment. Teacher will review Twitter classroom and review comments for each question. Students will be graded for both participation and quality of participation.
Accommodations and Extensions: This is an in-class activity. Students absent or unable to participate will be given the discussion questions to review and answer independently.
Back-Up Plan:
If students are unable to participate by using Twitter, group discussion and journal writing will supplement the lesson.
EVALUATE AND EXTEND
Students are expected to engage and answer each discussion question posed of them. Answers should be well-thought out and expressed. Students will be given a rubric stating the expectations for each criteria.
LESSON REFLECTIONS AND NOTES:
Upon completion of this lesson, I will reflect on its effectiveness and overall merit.
Daily Lesson GAME Plan Week 5
||GOALS
Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate the results and form reasonable conclusions of scientific investigations.
Students, through the inquiry process, demonstrate knowledge of characteristics, structures
and function of living things, the process and diversity of life, and how living organisms
interact with each other and their environment.
Students, through the inquiry process, demonstrate knowledge of the composition,
structures, processes and interactions of Earth’s systems and other objects in space.
Students, through the inquiry process, understand how scientific knowledge and
technological developments impact communities, cultures and societies.
.
- Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students
Students apply digital tools to gather, evaluate, and use information. Students
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
Instructional Objectives:
Students, in small groups, will create a Montana travel guide for a section of Montana. They are to research various landforms in their sections and create descriptions of each area which they will later compile into a class wiki.
||
ACTION
Teacher will describe the various aspects of landforms and will provide examples for the students.
Students will be placed in groups of 4- each with an assigned role (starter, reporter, goer, and getter).
MONITOR
Teacher will take field notes throughout the process and create mini deadlines throughout the process to ensure students are staying on task.
Accommodations and Extensions:
Students will be offered additional time and support as necessary.
Back-Up Plan:
As a back-up, teacher will create a virtual field trip through Montana to illustrate the various landforms found throughout Montana.
EVALUATE AND EXTEND
Teacher and students will develop a rubric addressing each aspect of the lesson that will be evaluated. (Rubric to come- upon implementation)
LESSON REFLECTIONS AND NOTES: